# Separate public teacher key · use after the first response

The key guides next teaching, not a grade or year-level certification. Accept accurate wording in any language the educator can genuinely interpret, AAC, pointing or sign; never infer a translation. Record adult access support separately from content cues. Follow school policy and safeguarding procedure for a real request, with no public scoring. A fictional answer shows reasoning or rehearsal only. Physical HPE codes require separately observed, locally approved, individually suitable actual movement or play.

## Day 15 · Case F

**Question 1.** The permission answer is **“Not now; it is in use.”** The tray stays where it is. Pema can choose another available class option; she cannot treat a new help request as overriding the no. Evidence is Source F's exact line and action “Pema leaves the tray.”

**Question 2.** The specific help request is **“Could you help me find another class stencil surface?”** Credit a precise paraphrase naming a different class stencil surface. “Help” alone needs a prompt or another opportunity to specify what is needed.

**Question 3.** In the invented case, Pema stays supervised and asks **Adult B, the verified next adult**, with a specific request. For a real school, the educator privately checks approved roles, availability, location/supervision and urgent safeguarding procedure. A child naming an unverified public role is not evidence of a safe route. If a child shares a real concern, stop scoring and follow policy.

**Next teaching:** If the permission no is missed, use a new class-owned card to rehearse answer/accept/other option. If the backup is missed, revisit the *locally verified* route. Record **HELP REHEARSAL**, never real help-seeking success.

## Day 20 · Case G

**Question 1.** The printed rule is **“One large paper ferry marker on the path at a time. Pause at the agreed signal.”** A second marker waits until the path is clear; a quote of the one-at-a-time part is enough if the learner also shows the pause boundary.

**Question 2.** The third pretend maker's proposal is fairer: let the first turn finish safely, wait in the rest bay, then take the next turn when clear. Credit equivalent time and space reasoning. Do not reward a claim that the first maker must move faster, and do not infer anyone's body ability from the picture.

**Question 3.** **No.** The board is fictional paper. It can show a proposed rule and reasoning, not actual child movement, physical skill or fair-play conduct. Real evidence would require a school-approved, accessible, optional activity actually performed with a suitable large soft object or equivalent chosen action, observed and dated with the rule, setting and support recorded. If it does not happen, write **PHYSICAL ACTIVITY NOT OBSERVED**. A child's paper-only route is meaningful participation and not a failed task.

**Next teaching:** If plan and observation are confused, contrast a paper marker with a separately dated real event using adult demonstration only as an example of *adult* action. Ask what source shows each claim. One public check is not a whole-year achievement decision.